DESIGNING ENGLISH CONTENT-BASED LEARNING MATERIALS FOR SENIOR HIGH SCHOOL STUDENTS IN PREPARATION FOR RADIO LIVE-TALKSHOW
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DESIGNING ENGLISH CONTENT-BASED LEARNING
MATERIALS FOR SENIOR HIGH SCHOOL STUDENTS IN
PREPARATION FOR RADIO LIVE-TALKSHOW
A Thesis
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By Adesti Komalasari
Student number: 021214066
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2007
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For me
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ABSTRACT
Komalasari, Adesti. 2006. Designing English content-based materials for Senior Yogyakarta: Sanata High School students in preparation for radio live-talkshow. Dharma University
It is believed that a process of English learning determines the success of English acquisition. Referring to the English instruction in this country, it is widely acknowledged that the learning process is mostly teacher-centered. Students’ opportunities to practice English in meaningful contexts are very limited. One technique to maximize students’ ability to use English is by giving them experiential and challenging learning activities such as an English debate, writing and speaking competition, and an English discussion.
This study was set to develop an English learning module to prepare students to get involved in a series of on-air radio discussion using content-based instruction, where English is used as the medium for teaching the topics or subject contents. This activity aimed at engaging students to use English for discussing current social issues.
Two problems formulated in this study were (a) how a set of content-based instructional materials to prepare Yogyakarta Senior High School students in English radio talk show was designed and (b) what a set of content-based instructional materials to prepare Yogyakarta Senior High School students in English radio talk show looked like.
The first problem was answered by modifying Kemp’s and ADDIE model. From the library research, Kemp’s and ADDIE model were modified in order to obtain the steps of the material design. The steps were: (1) Conducting needs analysis, (2) Identifying a goal, topics, and general purposes, (3) Specifying the learning objectives for each topic, (4) Listing and sequencing the subject content, (5) Coordinating support services, (6) Implementing the materials, (7) Evaluating the materials and (8) Revising the materials.
The topics of the materials were obtained by identifying the current social problems and by interviewing a few colleagues and a lecturer who had experiences in tutoring Senior High School students.
The second problem was answered by implementing the materials. The designed material was implemented in a real on-air radio discussion program conducted in Masdha FM for ten meetings. The program involved two or three Senior High School representatives for each school, one radio host, and two facilitators who would guide and assist the representatives if they find difficulties.
The post design survey research was conducted to obtain respondents’ opinions, comments, and suggestions about the designed material. The data analysis result showed that the designed materials were interesting and acceptable to become their learning references but there were also suggestions and comments to improve and revise the materials. For example the layout of the materials had to be more attractive, the articles should be simpler and easier to learn, the exercise should cover all students’ level and not be merely analytical.
Hopefully, the final version of the designed material would give contribution to other designers, to English teachers, and the Senior High School students.
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ABSTRAK
Komalasari, Adesti. 2006. Designing English content-based materials for Senior Yogyakarta: Universitas High School students in preparation for radio live-talkshow. Sanata Dharma,
Sangatlah dipercaya bahwa proses pembelajaran Bahasa Inggris menentukan suksesnya penggunaan bahasa Inggris secara mahir. Berkenaan dengan pengajaran bahasa Inggris di Indonesia, sudah diketahui secara luas bahwa proses pembelajaran yang terjadi cenderung terpusat pada guru. Kesempatan siswa untuk menggunakan bahasa Inggris dalam konteks yang berarti sangatlah terbatas. Salah satu cara untuk memaksimalkan kemampuan siswa dalam berbahasa Inggris adalah dengan memberi aktifitas pembelajaran yang menantang dan melibatkan pengalaman mereka dengan menggunakan bahasa Inggris seperti debat, perlombaan menulis dan berbicara, dan berdiskusi.
Studi ini diselenggarakan untuk menghasilkan sebuah modul pembelajaran bahasa Inggris untuk mempersiapkan siswa yang terlibat dalam serial kegiatan diskusi di radio secara langsung menggunakan instruksional berbasis isi, dimana bahasa
Inggris digunakan sebagai media untuk mengajar isi dari mata pelajaran. Tujuan aktifitas ini adalah mengajak siswa untuk berdiskusi tentang isu- isu sosial yang marak terjadi dengan menggunakan bahasa Inggris.
Dua permasalahan yang dirumuskan dalam studi ini adalah (a) bagaimana mendisain satu set materi pembelajaran berbasis isi untuk mempersiapkan siswa Sekolah Menengah Atas di Yogyakarta dalam sebuah diskusi berbahasa Inggris di radio dan (b) penyajian satu set materi pembelajaran berbasis isi untuk mempersiapkan siswa Sekolah Menengah Atas di Yogyakarta dalam sebuah diskusi berbahasa Inggris di radio.
Permasalahan yang pertama terjawab dengan memodifikasi model instruksional dari Kemp dan ADDIE untuk mendapat langkah-langkah perancangan materi. Ada delapan langkah perancangan materi, yaitu (1) mengadakan analisa kebutuhan, (2) menentukan sasaran, topik-topik, dan tujuan umum, (3) menentukan tujuan khusus untuk setiap topik, (4) menentukan dan mengurutkan subyek yang diajarkan pada setiap unit, (5) mengkoordinasikan peralatan pendukung, (6) mengimplementasikan materi, (7) mengevaluasi materi, dan (8) memperbaiki materi.
Topik-topik materi didapat dengan mengidentifikasi masalah- masalah sosial yang sedang marak terjadi dan mewawancara beberapa rekan sejawat dan seorang dosen yang sudah berpengalaman dalam menangani siswa Sekolah Menengah Atas.
Permasalahan kedua terpecahkan dengan implementasi materi. Materi yang telah didisain diimplementasikan dalam acara diskusi di radio secara langsung yang bertempat di stasiun radio Masdha FM untuk sepuluh pertemuan. Program tersebut melibatkan dua atau tiga siswa Sekolah Menengah Atas, satu orang penyiar radio, dan dua orang fasilitator yang akan memandu dan membantu siswa bila mereka menemukan kesulitan.
Penelitian sesudah implementasi materi diselenggarakan untuk mendapatkan opini, komentar, dan saran dari responden tentang penyajian materi. Hasil dari analisa data menunjukkan bahwa materi sudah cukup menarik dan dapat diterima untuk menjadi referensi belajar, tetapi terdapat juga saran dan kritik untuk memperbaiki dan
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meninjau kembali penyajian materi. Sebagai contoh, tampilan materi harus lebih menarik, artikel yang tersedia sebaiknya lebih sederhana sehingga lebih mudah dipelajari, latihan- latihannya harus mencakup semua tahapan siswa dari kelas I sampak kelas III dan tidak selalu bersifat menguraikan atau menganalisa.
Semoga versi akhir disain materi dapat mamberi kontribusi yang berarti untuk para pendisain materi lainnya, para guru bahasa Inggris, dan siswa-siswa Sekolah menengah Atas.
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ACKNOWLEDGEMENTS
My first gratitude goes to Jesus Christ Almighty and Mother Mary, who always hold, accompany, and carry me in every moment I spent in the world.
I dedicate my special gratitude to my thesis sponsor, Mr. Markus
Budiraharjo, S.Pd., M.Ed., for his guidance, patience, correction and
encouragement to work on this study, and his thought that everything is a process we have to go through.
My gratitude also goes to Jatmiko, my collaborator in this study for every discussion, sharing, and experience, Satya ‘Felix’ and Alit ‘Orly’ for their times, willingness and cooperation to help this study to be realized and all respondents for their willingness to join the program in the study and for their kindness and help to evaluate the designed material.
My next gratitude goes to my wonderful family, Papa Fransiskus Asisi
Soepadno, Mama Brigitta Endang Wahyuningsih, Adek Matilda Setyani
Widianningsih, Tante Apolonia Suci Kirmani and Om Mikael Is Suparyadi who
always give me love, care, support, motivation, and prayer in every single moment.
I also thank my dearest friends, Tyas ‘pao’, Arina ‘nut’, Linda ‘oon’, Tina
‘tintun’, Tya ‘gel’, Kando Edwin, Martha, Hara, Mia ‘komi’, and Aryo, for the
wonderful friendship, love, times, and sharing that we have been through. There are friends who make me realize that I am never alone, Dameria, Tika, Dani ‘dancoek’,
Uni, Ardi, Agus ‘genjix’, Ayu, Woro, Shanti, Seto, Andre , Fera ‘bebek’, Ruri,
and my all beloved friends . My gratefulness goes to Mbak Tari and Mbak Danik
as well, for their help during my study.
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My big appreciation will always carry on Cantus Firmus Choir, Arakan
Sang, Laetitia choir and assemble with all the members that have given me new
family, great moments and experiences, I also dedicate my indebtedne ss to all PBI
2002 for the friendship and struggle we had together, my dearest Van Lith 9
thgeneration friends , Ririeh, Shinta, Niken, Chandra ‘amank’, and Eko ‘ekep’ for
their attention and closeness.My delightful thanks are directed to all my friends and family in my boarding houses during my study in Yogyakarta; Colombo 34, Gatot Kaca 3D, and
Warungboto 603A. I have learned so many values of life through the experiences
that we have been through.Finally I thank those whose names cannot be mentioned one by one, for the help, support, times, and stories that they share for my thesis improvement. God bless.
Adesti Komalasari
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TABLE OF CONTENTS
Page TITLE PAGE ................................................................................................... i APPROVAL PAGE ......................................................................................... ii BOARD OF EXAMINERS .............................................................................. iii DEDICATION PAGE ...................................................................................... iv STATEMENT OF WORK ORIGINALITY .................................................... v ABSTRACT ..................................................................................................... vi
ABSTRAK ......................................................................................................... vii
ACKNOWLEDGMENT .................................................................................. ix TABLE OF CONTENTS .................................................................................. xi LIST OF APPENDICES ................................................................................... xiv LIST OF FIGURES AND TABLE .................................................................. xv A.
CHAPTER I: INTRODUCTION
1.1 Background of the Study ............................................................................... 1
1.2 Problem Identification ................................................................................... 5
1.3 Problem Limitation ....................................................................................... 6
1.4 Problem Formulation ..................................................................................... 7
1.5 Objectives of the Study ................................................................................ 7
1.6 Benefits .......................................................................................................... 7
1.7 Definition of Terms ....................................................................................... 8
CHAPTER II: LITERATURE REVIEW
2.1 THEORETICAL DESCRIPTION ............................................................... 10
2.1.1 English as a Foreign Language ............................................................ 10
2.1.1.1 The nature of English language ............................................... 11
2.1.1.2 Teaching English in Indonesia ................................................. 15
2.1.2 Content-based Instruction .................................................................... 18
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2.1.3 Instructional material design model ..................................................... 26
2.1.3.1 ADDIE Design model .............................................................. 28
2.1.3.2 Kemp’s Instructional Design Model ........................................ 31
2.1.4 Radio as an educational medium ......................................................... 34
2.1.5 Senior High School students’ characteristics ...................................... 37
2.2 THEORETICAL FRAMEWORK ................................................................ 39
CHAPTER III: METHODOLOGY
3.1 Research method ........................................................................................... 44
3.1.1 Pre-design Survey Research ............................................................... 44
3.1.2 Post-design Survey Research ............................................................... 45
3.2 Research Settings .......................................................................................... 45
3.3 Research respondents .................................................................................... 46
3.4 Research instruments ..................................................................................... 46
3.4.1 Pre-design Survey Research Instruments ............................................ 46
3.4.2 Post-design Survey Research Instruments ........................................... 47
3.5 Data gathering procedures ............................................................................. 48
3.6 Data analysis procedures ............................................................................... 48
3.7 Research procedures ...................................................................................... 49
CHAPTER IV: RESEARCH RESULTS AND DISCUSSION
4.1 The Designing Procedures ............................................................................ 52
4.1.1 Conducting need survey ...................................................................... 52
4.1.2 Identifying the goals, topics, and general purposes ............................. 55
4.1.3 Formulating the learning objectives .................................................... 55
4.1.4 Listing and sequencing the subject content ......................................... 56
4.1.5 Coordinating support services ............................................................ 57
4.1.6 Implementing the materials ................................................................. 58
4.1.7 Evaluating the materials ...................................................................... 59
4.1.7.1 Description of the post-design survey research respondents ... 59
4.1.7.2 Data presentation and analysis ................................................. 60
4.1.8 Revising the materials .......................................................................... 63
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4.2 Discussion ..................................................................................................... 63
4.3 Presentation of the final version of the designed materials ........................... 67
CHAPTER V: CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions ................................................................................................... 69
5.2 Suggestions .................................................................................................... 71 REFERENCES ..................................................................................................... 73 APPENDICES ...................................................................................................... 77
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Page Appendix A. Research permission letter .................................................. 78 Appendix B. Questionnaire for post design survey research.................. 80 Appendix C. The interview results ........................................................... 83 Appendix D. Lesson plans ........................................................................... 87 Appendix E. Presentation of the designed materials ............................... 99
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LIST OF FIGURES AND TABLE
Page
Figure 2.1 Communicative competence model ............................................. 16Figure 2.2 ADDIE design model ..................................................................... 28Figure 2.3 Kemp Instructional Design modified model ............................... 33Figure 2.4 The designing procedures .............................................................. 43Figure 4.1 The data analysis results ................................................................ 61Table 4.1 The table of the post design survey research respondents .......... 59PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER I INTRODUCTION In this chapter, the writer will give a brief description about (1) Background
of the Study, (2) Problem Identification, (3) Problem Limitation, (4) Problem Formulation, (5) Objective of the Study, (6) Benefits of the Study, and (7) Definition of Terms.
1.1 Background of the Study
In Indonesia, English has the privilege to become the first foreign language among any other foreign languages. A good command of English becomes one of the requirements that Indonesians should have because English is lingua franca for international relation and it becomes a language for science and technology development. Many education institutions in Indonesia have been trying to improve the English competence among Indonesians. In formal education, English becomes one of the compulsory subjects in order to equip Indonesians with the skills to use English in their life considering that English is not the first language and it has to be formally taught. Even so, the long process of English learning followed by Indonesians is deemed far from being satisfactory yet.
The failure of English acquisition is caused by a number of reasons. First, the nature of English in Indonesia is as a foreign language not as a second language.
It means that English is rarely used in daily life. Second, the acquisition process lacks exposure. English is only learned in class with the limited time and opportunity for students to practice. Third, the learning method seems to be not effective. The
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2 centered rather than student-centered, (b) using segregated skill fashion (where skills are learned separately), and (c) lacking of innovative and explorative learning activities (students only admit what the teacher says). Those learning approaches tend to focus only on traditional behavioral achievement by imitation or one-way transforming method. Fourth, the teachers’ opportunity to develop their professional teaching is limited. Teachers are not encouraged to collaborate and share good learning practices. It results the static teaching methods and references. Fifth, the facilities that support the success of English learning (such as language laboratory, English library, etc) are hardly available.
One of the most fundamental aspects that determines the success of language acquisition is exposure, i.e. an intense use of the language in a day to day basis. The more exposure they have to use a language, the easier the acquisition will be. Unfortunately, the students do not have enough exposure because of limited time and opportunity. To give more opportunity to use English, the students must be provided with other activities besides the formal learning in class. This study is set to provide the students with a challenging activity that makes use their English in meaningful contexts, i.e. an on-air radio discussion. This activity gives more exposure to use English since the students will be speaking plain-spoken English in the radio program with greater audiences that will be directly listening to them.
Before the program is run, the students will receive a module consisting of a series of activities such as reading activity, vocabulary practice, finding information, and discussion questions that might be used in the on air discussion. The topics of the materials are selected from issues in society conforming to the students’ context so that the materials can be fully understood.
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3 The writer believes that a language can be successfully acquired when it occurs in context. It means that language is never learned separately from its meaning and it is presented in the context of a person’s experience. The language exposure that uses subject contents which is interesting and relevant to the learners will create an interesting lesson. Brinton (2003) argues that the content-rich environment provides optimal condition for students to acquire language since language is being continually recycled through units. By reading and discussing the topics, students are given opportunities to use the newly acquired language in meaningful and communicative contexts.
The use of subject contents for EFL classes is supported by a content-based instruction (CBI) movement. According to Stoller (2004), CBI focuses on the subject matter that is learned using the language as a tool for developing knowledge and engages the language learning with students’ experience because they learn the language through subject content that are chosen from their daily life experience. The focus for learners is on obtaining information in the second language and developing their academic language skills. Wesche, Brinton, and Snow (1989) argue that CBI aims at neglecting the unnatural separation between language instruction and subject matter which exist in most educational setting. CBI allows the choice of contents to affect the selection and sequencing of language items.
Technically, applying CBI in the learning process is not as much different as other methods. First, the learning content is chosen to be the material references during the process. The chosen contents depend on the students and instructional settings and some more social issues to consider, for example issues about what happens in the social life areas that students are involved in their daily life. The next
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4 step to provide CBI to students is by selecting authentic texts. Hutchinson and Waters (1987, p.159) define authentic texts as those that are “not originally constructed for language teaching purposes”. The text is not aimed to teach language, but rather to inform or perhaps entertain. Interaction between text and real world environment result great varies of content s and the task associated with a given text should emulate those that take place in the real world.
Applying knowledge within the use of contexts can be done by innovative activities like an on-air radio discussion. In this program, the students are expected to give oral report, argue, and propose ideas related to the subject contents. All skills are integrated when the students learn the materials provided by reading the articles, summarizing the texts, answering the exercises, listening to each other, and giving their responses and opinions about the contents of the materials. This activity not only gives more exposure to use English but also provides other activities that will develop their critical thinking skills such as information gap, discussion, debate, and problem solving through an interactive and communicative media: a radio. Radio has been used in efforts to improve the people live, especially in education, communication, and entertainment.
A radio use in education falls naturally into three broad categories: improving educational quality and relevance, lowering educational costs (the rate of increase of cost), and improving the access to education, particularly in rural area (Jamison and McAnany, 1978). Therefore, this study chooses radio as a medium to enhance an experiential contextual learning and happen to be interesting since students have to prepare themselves before joining the live talk show on the radio. Masdha FM radio station is chosen to become the place to conduct the study for two
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5 reasons: First, Masdha FM radio station belongs to Sanata Dharma University so that the access to get there is easier. Second, Masdha FM radio station has adequate facility to undergo this program.
In this study, the writer tries to figure out the appropriate technique to prepare the students before they have a live talk show. She tries to design the module so that the students are already familiar with the topic, know how to respond questions on the live discussion with the correct use of related vocabularies or terms and grammar.
The writer hopes that the designed module will be useful for students in learning English
1.2 Problem Identification
Textbook oriented and monotonous activities create difficulties in an English lesson. This led to a boring situation, a lack of an enjoyable atmosphere, and uncomfortable learning process. Moreover, the students are afraid of making mistakes and they do not have any idea of what to say even though they have been learning English since they were in elementary school. Considering these facts, this study proposes a method to help the students acquire English with an outdoor meaningful activity like an interactive discussion in a radio talk show. Through this kind of activity, the students can be using the English as well as developing their knowledge about the topic chosen.
According to free encyclopedia site: en.wikipedia.org , a talk show is a program where a group of people come together to discuss various topics put forth by a talk show host and can be done in radio or television station. A talk show
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6 usually consisting of a group of people who are learned or who have great experience in relation to whatever issue is being discussed on the show for that episode.
Inquiring the students to attend a talk show in a radio program takes a long process of preparation. Students who are involved in this program should have some qualifications in order to have a smooth and flawless radio talk show because they are supposed to speak on air in the radio, where many people will listen to the discussion and will give their own grade of the school’s representative’s quality.
Understanding the content of the topics is essential in this program. The students are required to add their knowledge about the topic so that they can have a wide open discussion where normally they do not do in the regular classroom activities.
In this research, a set of content-based instructional materials would be developed and allowed context-rich English exposure to take place by attending English Radio talk show as an alternative learning media to help students to experience English and to encourage greater motivation in English
1.3 Problem Limitation
This study is trying to use radio as a medium to learn English as they can improve their English proficiencies especially in listening, speaking, and reading.
This design is intended to enrich their knowledge about current issues in English and experimented to give an alternative media for those students to develop their English skills and to construct their critical thinking using Content-Based Instruction. So,
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7 certain elements like function and grammar focus will not be included in this design.
Instead, responding and giving argument will be the most common exercise.
These activities are supposed to provide the students with skills and knowledge which are useful for their future
1.4 Problem Formulation
There are two major problems that appear in this study, namely:
1. How is a set of Content-based Instructional material to prepare Yogyakarta Senior High School Students in English Radio Talk Show designed?
2. What does a set of Content-based Instructional material to prepare Yogyakarta Senior High School Students in English Radio Talk Show look like?
1.5 Objectives of the Study
This study is intended to answer the questions stated in the problem formulation. The first objective is to figure out the procedures of designing a set of content-based instructional material to prepare Senior High School students in an English Radio discussion. The second objective is to present the final version of a set of content-based instructional material to prepare Senior High School students in an English Radio discussion.
1.6 Benefits
Hopefully, this study gives meaningful contribution to:
1. The students involved in this program They will improve their critical thinking skills and improve their English speaking skill. By learning the material given, the students will not only get new
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8 knowledge and information exists but also get new experiences to become the guests of the program.
2. The English teachers The materia ls provided could be the teacher’s reference to give assignments, to implement a new technique in class, to help the students to sharpen their critical thinking through discussion and to improve students’ certain skills.
3. The other designers For other designers that might conduct the similar study, this study gives alternatives of conducting the need survey to make the design.
1.7 Definition of Terms
In order to avoid misunderstanding, there are some terms that need to be clarified as follows:
1. Design A design is a general arrangement of planning. To design is to create a new set of materials that fits the learning objectives and specific subject area of a particular learner (Hutchinson and Waters, 1994).
2. Content – Based Instruction Content-based instruction emp hasizes on the use of content as subject matters to acquire the target language. Content-based learning provides comprehensible input – challenging language that is slightly above the current linguistic level of the students, which provides the foundation for successful language acquisition, so the students could improve both their language ability as well as their knowledge.(Krashen, 1985 cited in Brinton, 2003).
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3. Materials According to Oxford Dictionary, material is information or ideas for use in creating a book, performance, or other work. In this study, the designed materials are prepared by the writer to promote English in a form of module used to prepare Senior High School students who will be the representative to run an English Radio talk show in Masdha FM, Yogyakarta
4. Senior High School Senior High School Students, also known as secondary school, is commonly called SMA in Indonesia and is divided into three grades. The first, the second, and the third grade students.
5. English Radio Talk show English Live Talk Show is a talk show on a radio which is done in English.
There will be a host to conduct a discussion based on the current issues and there will be guests to respond host’s questions or to give their opinion towards the topic.
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CHAPTER II LITERATURE REVIEW In this chapter, the writer presents a discussion on the related literature as the theoretical foundation of the study. The discussion will be divided into two parts. They are Theoretical Description and Theoretical Framework. In Theoretical Description, the writer discusses the role of English among Indonesians, Content- Based Instruction, Instructional material design models, and a radio talk show as an
alternative of learning media. The theoretical framework discusses all theories stated in theoretical description as the basis of designing a set of instructional material, using a content-based perspective for senior high school students on a live radio talkshow.
2.1 THEORETICAL DESCRIPTION
This section provides theories that are used to support this study completion. Five sections that are discussed are: English as a Foreign Language, Content-based Instruction, Instructional material Design Model, Radio as an Educational medium, and Senior High Students characteristic.
2.1.1 English as a Foreign Language
This part will present (1) the nature of English Language that will explain the role of English all over the world, and (2) Teaching English in Indonesia that explains the situation of English learning in Indonesia. These parts are elaborated to be the introduction of English acquisition process in Indonesia.
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2.1.1.1 The nature of English Language
It is undeniable that English is one of the most important means to access to the world’s intellectual and technical resources. English has spread and changed to become an international language. A research administered by British Council in 1995 showed the overwhelming acceptance of the global dominance of English.
96.3% of the respondents agreed that English will remain the dominant language of world communication and 94.4% of the respondents agreed that English will retain its dominant role in the media. Referring to the result, Fishman (1996:628) concludes that English linguistically dominates many domains in international world such as trade, industry, technology, banking, human sciences and professions.
The global use of English means the change of its functions. Widdowson (1997) says that English was used as an instrument for “imposition of power”. In other words, English was used for communication, motivated by colonial ambition.
This transmitting action results in the evolution of English use, not only for communication and information transformation, but also for culture and society identity. Moritoshi (2001) gives three roles of English in social development.
a. Language in the development society One of the main roles of English is bringing a modernization. Many researchers point out that English is the language of science and technology, which has developed new technologies. Moritoshi (2001) views that access to English is a parallel factor for successful modernization. In addition, English also induces leisure and career opportunities. Since English is used in news, media, internet, business, and trade, proficiency in English enhances one’s leisure and career choices and opportunities. People who already secure in economic sector usually have more time
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12 to reflect and to produce something useful for certain reason. According to the Greek people, the primary function of leisure was not necessarily recreational, but to develop one’s awareness and understanding of the world. The notion of leisure results the pursuit of knowledge ( en.wikipedia.org ). In the career choices and opportunities, Grin (2001) mentions the issues related to English role in economic sectors and some of them are defining elements of economic processes such as production, distribution, and consumption, giving net benefits for social investment such as language teaching and other language-related works (translation, interpretation, etc).
In Indonesia, proficiency in English gives wider leisure opportunities in terms of contributing innovative ideas to improve the economic, educational, social and cultural sector by pervading strategies and knowledge from other successful countries. Moreover, since Indonesia is about to enter an international market to increase the national income, many job vacancies in Indonesia require English proficiency. Workers who have English skills could build business corporative affiliation with other foreign company and they might manufacture their product to be export commodities. They also help reducing unemployment by creating job such as becoming a small entrepreneur and an English teacher.
Modernization, leisure, and career opportunities play a part in a social development because these things are influential to the economical development. It makes income, creates new jobs, and brings about higher levels of employment.
b. Language in the development of culture Some of linguist think that exposure to English result in the corruption or complete displacement of the local value-system. They argue that the use of English
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13 for modernization might entail “modernization” as well because English also becomes a means to introduce religion, economy, politics, and social values. English, of course, has its own values. However, Moritoshi (2001) concedes that an exposure to English values has the potential to modify local values. For example, The Javanese who are speaking English can conform to English sociolinguistic values of directness, explicitness, and efficiency in the environment while the original Javanese norms i.e. indirectness and slow- moving are modified accordingly. In other words, people are able to use language diversely and flexibly because they can use English in different circumstances.
In addition, Moritoshi (2001) states that when two languages come into contact, there is a mutually beneficial exchange at the levels of lexis, phonology, grammar, and discourse.
Where societies face the needs to adapt to a changing world, their language need to evolve with them to support that adaptation. This highlights the importance of making language planning a coherent part of the larger vision for the society (p.8)
Concisely, English plays a role in culture development in three major areas, i.e. (1) the value-system associated with English provides additional resources, (2) a contact with English has led to linguistic enrichment, and (3) English also provides additional literary resources.
c. Language in the maintenance of society and culture This section presents the view that English has also a role in developing the task of culture and society maintenance. The new subsets of language will emerge and evolve if the need arises. Moreover, English can be a medium to introduce the culture to wider audience, to the society which also has English as a second
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14 language. After conducting a study about Thai language maintenance in New York City, Teachout (2005) proposes her opinion that there is a strong connection between language and culture identity. The "culture" she refers to in her study can be understood as the three pillars that make up Thai identity: nation, Buddhism, and the King. The language between language and culture identity is not simply as language equals identity, but rather that the relationship is more colored, involving the activities of a community of speakers. A community of Thais living in New York has 70% until 90% proficiency in English. They hold a weekend school in order to get more acquaintance with Thai’s tripartite conception. They begin their weekly routine with the singing of the national anthem and receiving a Buddhist lesson from a monk, they attend Thai’s temple in terms of (1) religious purposes (to pray and to learn about Buddhism), (2) cultural purposes (to preserve family or national culture), (3) social purposes (to see other Thais, and (4) to receive advice from monks. Parents and monks agree the importance of students learning Thai dance, instruments, boxing, and other activities, as a means to "show off" their culture and be proud of "being Thai."
The point of the discussion above is that language usage and identity are inseparable and co-dependant. If English is to function maximally in non-native environments, it has to be capable of being used in the community, concerning the norms of appropriateness similar to those of the native language (Bamgbose, 1998).
The adjustment of English and the local culture will result in innovation: a continued use of native norms as a point of reference in learning English. In order to accept the variety of non native English, English Language Teaching (ELT) should provide model in school. A model here is closely bound up with ELT and usually refers to
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15 tutors, learners, learning methodology, and testing. Bamgbose (1998) refers that spoken English is usual to make a distinction between EFL and ESL situation.
2.1.1.2 Teaching English in Indonesia
Indonesian has made use of English as a means of introduction in many sectors as well. In Indonesia, English becomes the first foreign language because it has the most numbers of native speakers in all over the world and has been used as a lingua franca. English is used in most sectors and the role of English in Indonesia becomes more and more important than before. That is why English should get the most important place among others and the importance of English leads to many points of English teaching improvement in order to have an effective and efficient learning.
According to Dr. Nuradi (2004), the objective of teaching English in Indonesia stated in 2004 curriculum are: improving the English communicative competence in all language skills (listening, speaking, reading, and writing), emerging the awareness of the essence and the importance of English as a language of knowledge, improving the understanding of language and culture interrelation and cross-cultural conception so that the students have a wide perspective of cross- cultural understanding and cultural diversity. The diagram of communicative competence can be viewed in the picture below
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16 Figure 2.1 Communicative Competence Model from Celce -Murcia et al. (1995:10)
(Source: Departemen Pendidikan Nasional, 2003)
Based on the Figure 2.1, discourse competence is the main goal in language learning. It implies that someone who has communication ability is also involved in a discourse, builds an interpersonal relationship between communicators with a contextual topic or situation within the communication activity. The discourse competence could only be gained if there are others supporting competence such as linguistic competence (how to understand the language elements and language skills), actional competence (how to use language both in spoken and written), socio- cultural competence (how to relate language to social and cultural identity), and strategic competence (how to achieve the communicative competence).
One major argument dealing with non native English language learning is intelligibility. Smith (1992) claims that intelligibility is a complex of factors comprising recognizing an expression, knowing its meaning, knowing whether the